SCIENCE 4 FUN
YEAR: 2018 - 2021
UAM (SP), AHE ( PL), Foundation Siglo22 (SP), JKVG vzw ( BL), SPI (PR), NTC (BG), LUV (SL),
Euroface Consulting (TSJ), Stichting kennis centrum Pro Work (NL)
In EU countries, there is a significant issue with a lack of qualified engineers and scientific professionals and a surplus of graduates in humanities. Young people are discouraged from studying science subjects because they are “too difficult” or can only be understood by those with a “scientific mind”
This project offers a solution by raising the awareness of youngsters that the sciences are not boring and difficult to understand and can be accessed by everyone. This is achieved by implementing attractive and effective ways of teaching science.
Resolve the problem of the willingness of young people to engage with science where disengagement currently exacerbates the issue whereby the output of our education systems do not correlate well with the expectations of the labour market. There is large demand in EU for individuals qualified, experienced and excited by science and engineering. Schools are not helping on that.
Create a repository of resources and practical scientific experiments that will help provide this engagement.
Promote a methodological change in teaching to increase general motivation, including a change in evaluation processes, to use more reflective methods such as e-portfolio.
Assess the evolution of science learning through the course of the project and explore the possibilities big data analysis to help focus the development of scientific curricula.
To give young people the opportunity to engage with science outside the school curriculum stimulating their interest in science in general and developing their “scientific thinking” even if later they decide not to become a scientist.
Using knowledge in the fields of
* Innovation in schools digital learning, especially in Science
* open education resources, building on knowledge of open source software and licenses for sharing.
* Business innovation and sustainable support for Open Educational Resources) OER’s using a premium model and principles of disruptive innovation.
* using statistical methods in "Big Data" to automate comparative progress measures in schools.
* EQF, ECVET and EQARF related to referencing the demands of on-line tests.
Provision for schools in partner countries for
* A sequence of on-line tests that can be used statistically to gauge student and school progress in the national and international context.
* Establishing nationally representative data on what children know and understand in Science at different ages.
*Diagnostic feedback based on evidence from testing of key weaknesses to be targeted at teaching.
* Schemes of work, lesson plans and linked OER’s freely licensed to support the tests.
* Training and support for teachers in using free on-line markbook, on-line testing, evidence management for coursework, including self and peer assessment, formative progress tracking through coursework and certification all fully hosted.
* Raising awareness of EU policy for EQF, ECVET and EQUARF related to referencing the demands of on-line tests.
Pupils in schools will become
* Much more knowledgeable about what they do and do not know in the field of science
* To draw their attention on science in a simple way on science with the purpose to discover/ stimulate and develop their talent
* Better placed to take up formal qualifications in science in particular those referenced to the EQF.
* Better placed to support their own learning using free and legal resources.
National policy makers will
* Be provided with national comparative data about their country in the international context.
* Have data available to them for further analysis and research subject to safeguards with confidentiality.